Placing Students in the Program
You may find that students in your class are at different stages of language acquisition. You know your students and situations best, so discretion should be used to determine on which level to instruct. In general, begin instruction on the level of the majority of students. If a fairly even number of students tested on two different levels, instruct on the higher level. Students at various stages will benefit from each lesson by obtaining comprehensible input and from being allowed to respond appropriately for their level. Not every student should be expected to respond at the same level. Remember—it is critical that you are sensitive to the needs of your students and adapt the lessons to meet their needs. For example, if you find that you’ve started on a level that’s too difficult for the majority of your students, back up and start on the previous level. If students don’t have the prior knowledge to take part in one of the activities, then modify or omit it. If you don’t start in Level 1 and then you come across a language form (e.g., present progressive verbs) that students are not familiar with, go back to the lesson that introduces this concept and present it to students. The Language Progress Card indicates in which unit each major language form is introduced.
Now that you are more familiar with placement in the Carousel program, you are ready to move on. You have the option of taking a Quick Quiz on the information presented or moving on to the next section: Features of the Teacher’s Guide.
  
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